Some Animals Are More Equal Than Others

Standard: RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: Students will finish reading Animal Farm.

Activator: Rumor In St. Petersberg

Today we’re going to be finishing Animal Farm. That’s right finishing! We are going to do the recording this time, because that seems to go a little quicker than popcorn reading and we somehow managed to get crunched for time. I want you guys to have ample time to work on next week’s Project (oh, yes, it deserves the capital P, trust me :) ) and so we really have got to finish up this week. So, let’s get right down to it!!

As we finish up the story, I want you guys to consider the following question: In Animal Farm, who was the “good guy” and who was the “bad guy”? If you say Napoleon is the bad guy, how do you justify his role in overthrowing Jones and establishing Animal Farm in the first place? If you say Jones is the bad guy, how do you explain his kindnesses towards Mollie and the dogs? If you say Snowball is the good guy, how do you explain his role in the rebellion? How do you explain the various crimes he allegedly committed around the farm? Carefully choose 1 character to be your “good guy” and one character to be your “bad guy” and write a short paragraph explaining why you feel this way.

And that’s it for the week! Tomorrow,we are going to do a little essay revision (Throwback Wednesday?) and Thursday, we get started on our Big Project for this unit WHOOOO!

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